Implementing Workplace Safety & Health Training in Career and Technical Education in the U.S.

Diane Bush, MPH Labor Occupational Health Program

University of California, Berkeley ENETOSH, EU-OSHA, Bilbao

15 October 2015

OSH Education in Career Technical Education—Discussion •  What issues, barriers or gaps do we share? •  Are there additional barriers or issues you

face? •  What models or resources do you have or

know of that promote foundational critical thinking skills in CTE settings?

Career Technical Education in the U.S. •  13% of secondary school credits in CTE •  1100 post-secondary 2-year technical schools

and community colleges (8.5 million students) •  Funded by state and federal dollars •  Systems vary enormously from state to state

Percentage of CTE Students by Industry (post-secondary)

Agriculture Communications

Business Computer Sciences Consumer Services

Education Engineering and Architecture

Health Sciences Manufacturing and Construction

Protective Services Public and Social Services

0 5 10 15 20 25 30 35 40

16 Industry Sectors/Career Clusters

•  Each sector has 3 to 7 career pathways •  Example: Building and Construction Trades

(CA) Ø  Cabinetry, Millwork, and Woodworking Ø  Engineering and Heavy Construction Ø  Mechanical Systems Installation and

Repair Ø  Residential and Commercial Construction

http://www.cpwr.com/publications/integrating-occupational-safety-and-health-training-career-technical-education

Where do new construction workers get training? Program # of graduates or new participants

each year Construction CTE-Secondary 130,000 grads with CTE credits

Construction CTE-Post Secondary

70,000 grads

Apprenticeship 35,000 new registrants

Youth Build/Job Corps 10,000+

Community-based Pre-Apprenticeship

Unknown

On-the-Job MOST!

Instructors know OSH training is needed •  7% of workforce; 25% of

workplace fatalities •  New and young workers •  Most not affiliated with

formal apprenticeship programs

•  Most going into non-union residential construction

Learning Standards

•  Education agencies influence secondary level programs

•  Industry standards and certifications influence post-secondary level programs

Current OSH Training in Construction CTE •  Least: 4-6 hours at secondary level •  Most: 140 hours in multi-year

apprenticeship •  CTE postsecondary: 20-40 hours

Ø  OSHA-10 Ø  10-30 hours specific shop and tool safety

Ø  Industry Advisory committees

OSHA-10 •  10-hour introduction to health and safety •  OSHA authorizes trainers •  OSHA determines content

Ø  Rights and employer responsibilities Ø  Identification and control of key hazards

•  Participants receive OSHA-10 card (no required test)

•  Almost universally used in construction CTE programs

•  7 states currently require OSHA-10 card for workers on public construction projects

Best Practices •  NIOSH Talking Safety

curriculum (secondary level)

•  Hands-on practice •  Conduct demonstrations •  Students conduct safety

inspections •  Group work/problem-

solving

Barriers to OSH Integration

•  Instructors have limited time to prepare

•  Lack of class time to teach in participatory ways

•  Instructors lack training in effective teaching skills

•  Students have broad range of academic preparation

•  No universal CTE system = no systematic way to integrate OSH

OSH Curriculum and Resources Needed

•  Instructional material that is “ready to go” but easily adaptable

•  Instructional material on communication and problem-solving

•  Online resources •  Mechanisms to share

new resources

Recommendations 1.  Strengthen standards for OSH skill

development. 2.  Promote critical thinking/problem-solving

OSH skills. 3.  Develop model “OSHA 10-plus” curriculum. 4.  System for instructors to share best practices

and resources. 5.  Strengthen industry advisory committee “pull”

for safety.

Acknowledgements

•  National Institute for Occupational Safety and Health •  Center for Construction Research and Training

OSH Education in Career Technical Education—Discussion •  What issues, barriers or gaps do we share? •  Are there additional barriers or issues you

face? •  What models or resources do you have or

know of that promote foundational critical thinking skills in CTE settings?